Talking about education: exploring the significance of teachers' talk for teacher agency

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    Gert Biesta, StorbritannienMark Priestley, Storbritannien
  • Sarah Robinson
The interest in teachers’ discourses and vocabularies has for a long
time been studied under the rubric of knowledge, most notably
teachers’ professional knowledge. This interest can be traced back to
Shulman’s distinction between different kinds of teacher knowledge
and Schwab’s interest in the role of practical reasoning and judgement
in teaching. Within the research, a distinction can be found between
a more narrow approach that focuses on teachers’ propositional or
theoretical knowledge and a more encompassing approach in which
teachers’ knowledge is not only the knowledge for teachers generated
elsewhere, but also the knowledge of teachers. This is the ‘stock of
knowledge’ gained from a range of sources and experiences, including
teachers’ ongoing engagement with the practice of teaching itself. In
this paper, we focus on the role of teachers’ talk in their achievement
of agency. We explore how, in what way and to what extent such talk
helps or hinders teachers in exerting control over and giving direction
to their everyday practices, bearing in mind that such practices are not
just the outcome of teachers’ judgements and actions, but are also
shaped by the structures and cultures within which teachers work.
TidsskriftJournal of Curriculum Studies
Sider (fra-til)38-54
Antal sider16
StatusUdgivet - jan. 2017

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